Resumen

LEON-VELARDE, César Gerardo et al. Gamification as an active methodology to encourage autonomous learning: a systematic review. Revista InveCom [online]. 2026, vol.6, n.2, e602112.  Epub 30-Sep-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.17101447.

Educational innovation involves transforming the role of university professors, who must abandon traditional methods to assume new roles of support and motivation. Thus, the goal is for students to develop the self-management necessary to achieve meaningful learning. To achieve this goal, it is essential to incorporate methodologies that facilitate this process. One such methodology is gamification, whose use has grown significantly in basic and higher education. In this context, this study aims to identify how gamification can enhance independent learning. To this end, the PRISMA method was applied in a systematic review, selecting a total of 26 relevant articles. The analysis of these articles led to the conclusion that gamification effectively increases motivation for independent learning among university students. Furthermore, it was evident that the value of this methodology increases significantly when integrated with information and communication technology (ICT) tools. Therefore, it is essential for professors to carefully plan and develop its implementation, adapting it to different fields of study. In this way, gamification is consolidated as an effective teaching strategy for strengthening autonomy and motivation in university educational processes.

Palabras clave : autonomous learning; gamification; motivation.

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